Interventions with Children and Youth in Canada

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1. How to reference the course textbook:
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Publisher
Name.
Example:
Cech, M. (2015). Interventions with Children and Youth in Canada, 2nd Edition. Don Mills:
Oxford University Press.
In-text citation: (Cech, 2015) OR Cech (2015)
2. How to reference a TED Talk: From TED Talk Website:
Speaker, A. A. (Year, Month Day). Title of talk [Video]. TED Conferences. https://xxxxx
For Example:
Walker, M. (2019, April). Sleep is your superpower [Video]. TED
Conferences. https://www.ted.com/talks/matt_walker_sleep_is_your_superpower
In-Text citation: (Walker, 2019) OR Walker (2019)
From YouTube:
Uploader. (Year, Month Day). Title of talk [Video]. YouTube. https://xxxxx
For Example:
TED. (2014, June 3). Improving early child development with words: Dr. Brenda Fitzgerald at
TEDxAtlanta [Video]. YouTube. https://www.youtube.com/watch?v=y8qc8Aa3weE
In-Text citation: (TED, 2014) OR TED (2014)
3. How to cite the Indigenous Learning Bundle:
Carleton University. (n.d.). The First Peoples: A Brief Overview [Learning Bundle].
cuLearn@CU. https://culearn.carleton.ca
In-text citation: (Carleton University, n.d.) or Carleton University (n.d.)
SOWK 2301: APA 7th EDITION GUIDELINES TIP SHEET
2
*n.d. means no date.
4. How to cite PowerPoint Classroom Slides:
Two options: (both will be marked as correct in this course)
Option 1: If the PowerPoint is available online to your intended audience, use the following
formatting:
Schenk, A. (2021). Name of module/Title of Presentation [PowerPoint slides]. cuLearn@CU.
https://culearn.carleton.ca
In-text citation: (Schenk, 2021, slide 4) OR Schenk (2021, slide 4)
• If the slides come from a classroom website, learning management system [e.g., Moodle or
cuLearn], or company intranet and you are writing for an audience with access to that resource,
provide the name of the site and its URL (use the login page URL for sites requiring login)
Option 2: If the PowerPoint is only available to people who attended the presentation or via
password-protected access that your audience doesn’t have, treat the PowerPoint slides as
a personal communication and cite it using the name of the person or organization who provided
the PowerPoint.
(A. Lastname, personal communication, Month day, year)
(Organizational name, personal communication, Month day, year)
e.g.: (A. Schenk, personal communication, January 1, 2021)
or (Carleton University, personal communication, January 1, 2021)
Personal communication is only cited in-text and isn’t included in the references because the
material isn’t recoverable.
PLEASE NOTE: IF YOU ARE USING INFORMATION FROM POWERPOINT SLIDES
THAT IS ORIGINALLY FROM THE COURSE TEXT OR READING, YOU ARE
EXPECTED TO REFERENCE/CITE THE ORIGINAL SOURCE.
5. How to reference a journal article
Author, A. A.., Author, B. B., & Author, C. C. (Year). Title of article. Title of
Periodical/Journal, volume number(issue number), pages. https://doi.org/xx.xxx/yyyy
SOWK 2301: APA 7th EDITION GUIDELINES TIP SHEET
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Example:
Hughes, D. (2017). Dyadic developmental psychotherapy (DDP): An Attachment‐focused family
treatment for developmental trauma. Australian and New Zealand Journal of Family
Therapy, 38(4), 595-605. https://doi.org/10.1002/anzf.1273
In-text citation: (Hughes, 2017) OR Hughes (2017)
6. Example of a Student Title Page
Retrieved from: https://apastyle.apa.org/style-grammar-guidelines/paper-format/titlepage#:~:text=Student%20Title%20Page%20%20%20%20Student%20title,%20%201%20%203
%20more%20rows%20

 

Sample Solution

have instated a Communist regime, was widely spread and, as Folch-Serra argues ‘systematically enforced through schools and textbooks, the pulpit, the Fascist institutions and the media’ (p. 228). There was heavy censorship of news that could have challenged this image, which Folch-Serra shows was ‘illustrated by the Spanish media’s disregard of the Nobel prizes awarded to Juan Ramón Jiménez for literature in 1956 and Severo Ochoa for science in 1959’ (p. 229). This leads on to the contradictory nature of Franco’s treatment of the Republicans since, as well as spreading defamatory comments about their nature, there was also, as Folch-Serra explains, a ‘suppression of information about their fate and whereabouts’ (p. 229) which drew from a ‘deliberate policy of oblivion and silence’ (p. 229). By winning the Civil War, Franco also won the fortune of being able to rewrite history and, as Folch-Serra confirms, he was able to ‘concoct a uniform image of the defeated as one and the same’ (p. 227). Amongst other forms of propaganda, education allowed Franco to disseminate his version of events as truth, which can be seen through school textbooks which Xavier Laudo elaborates on how they ‘spoke of the desertion of Republican soldiers’ as well as presenting Republican Spain as the ‘enemy within’ (p. 442) who were ‘responsible for the erosion of the nation’s Christian faith’ (p. 442). Assmann further shows how this ‘one sided version of history’ (p. 64) not only ‘protected’ (p. 65) and legitimised Franco, but also ‘prolonged the enemy stereotype of the murdered communists and democrats’ (p. 65). Thus, it can be seen that Franco manipulated the memory of the Civil War during his dictatorship and how his policies towards the Republicans after the war allowed him to promote his narrative as the truth and legitimise his position. This collective amnesia that Franco wanted to induce, discredited and erased his opponent from history. However, Assmann adds that this ‘silence did not dissolve the memory of the traumatic past’ (p. 66) and did not fully discredit his opponents, as individual memories of the events were ‘materially preserved in the earth and in families’ (p. 66). Memory also featured heavily in Franco’s propaganda, with many references made to returning Spain to the greatness it had once experienced. Franco’s message regarding the Republicans was spread through education and Laudo explains that so was the image of the Civil War as a ‘crusade’ (p. 438) such as during the Middle Ages. Zheng Wang describes how school textbooks can be used as ‘instruments for glorifying the nation, consolidating its national identity and justifying particular forms of social and political systems ‘ and how the rewriting of school textbooks can be used to ‘legitimise the new regime’ (p. 45). This is evident on the front cover of El Libro de España, which features a boat sailing across the globe, against the backdrop of the Spanish flag. This reminds the viewer of the Spanish Empire, as Laudo confirms, ‘stressing the cross-Atlantic colonialist adventures in the Americas’ (p. 443), and the power and glory that this brought, ‘promoting a spirit of patriotism’ (p.443). Through this, Laudo explains that Franco was able to propagate his ‘vision of Spain’s history, its Hispanic mission for imperial glory’ (p. 453). Religious references were frequently seen in Franco’s propaganda, and comparisons were made to the Catholic monarchs and the unity and greatness Spain experienced under them. Miriam

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